Learners: Ved & Shivran Learning Coach: T.Dillner Date: 24.6.15
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Learning Area: Mathematics - Statistics
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Learning Observed
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Recently in Mathematics, Mrs Dillner’s Maths Group took part in the Census at School. This is an online survey open to NZ schools that teaches learners about gathering data and making samples of the submitted information. Everyone learnt some background knowledge about what a Census is, who does them and why we have them. We saw all the other schools enrolled to do the Census at School - Ved and Shivran were very excited to see if their old schools were on the list!
Ved and Shivran worked together to complete the survey which asked questions about height, arm span, weight of school bag, how long it takes to get to school, as well as their opinions on topical issues like global warming to who might win the next Rugby World Cup. Ved thought there was a possibility that the USA might make it to the Final to face the All Blacks.
The boys got to use a new piece of equipment called a Newton Meter. They hung their bags on the hook of the Newton Meter and gave them a weight in grams which. Shivran and Ved then had to convert this information into the correct format that the survey asked for - kilos and grams e.g. 2kg and 800g.
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Evidence of learning
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Key Competencies/Vision Principles
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Shivran and Ved collaborated exceptionally well together. They used their time well which meant they were both able to complete the survey in the allocated time (Managing Self).
They demonstrated capability in using a variety of measurement tools including a tape measure, stop watch, bathroom scales and a Newton Meter (Using Language, Symbols and Text). Shivran and Ved were connected learners, as they understood that the information they were providing was part of a nation wide experience that other schools were taking part in too. They should be able to use this to apply to the next real NZ Census in 2018 (Participating and Contributing).
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Next Learning Steps
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Learner: Shivran (Adjectives) Date: June 2015
Kevin, Imran, Jessica, Rahi, Nehaal, Shivin, Sadeen & Vrishti
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Learning Area: Literacy Learning Coach: Diana Wilkes
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Learning Observed
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Reading research shows that good readers
With this in mind we deliberately constructed a ‘book club’ of sorts this term. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Shivran what book he is reading and how he knows it is a best fit on a regular basis. The Adjectives learned all about the 5 finger strategy to help them choose a book. The Adjectives group was also introduced to an online book resource called http://booktrackclassroom.com which can be accessed anytime. In our Literature Circle each learner has a different role each week: Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. It has been fantastic to observe Shivran engage with each of these roles seamlessly and actively contribute to conversations- he is often a role model for the other learners.
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Evidence of learning
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Key Competencies/Vision Principles
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Shivran is showing Connectedness by relating his learning to the text we are reading. He is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion. He is also developing his Capability in reading conversation and oral language.
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Next Learning Steps
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Learner: Ved, Arnav and Shivran
Learning Coach: T.Dillner Date: 2.6.15
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Learning Area: The Arts - Music
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Learning Observed
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The Keas Hapu group have been learning about the features that we use to make music.
They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Ved, Arnav and Shivran chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed.
The boys then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.
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Evidence of learning
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Key Competencies/Vision Principles
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All three boys worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music.
When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).
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Next Learning Steps
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Learner: Shivran, Arnav, Aniq Date: May 20, 2015
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Learning Area: The Arts- Drama Learning Coach: Diana Wilkes
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Learning Observed
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During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate. The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present. Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas. Shivran, Arnav and Aniq worked together to use dramatic techniques to explore drama elements and conventions and exhibited enthusiasm for performing. When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, the group selected Indian culture. They generated many ideas of what to perform. They used props well and had a lot of fun, however the overall performance was rough.
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Evidence of learning
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The team makes use of space, facial expressions and movement.
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Key Competencies/Vision Principles
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All members of this team demonstrated that they can work Collaboratively with others towards a common goal.Together they exemplified Capabilities in following complex instructions however, they barely met the success criteria. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.
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Next Learning Steps
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Learner: Shivran Learning Coach: Mr Dyer Date: March 2015
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Learning Area: Literacy - Writing
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Learning Observed
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This term our literacy group has been constructing narrative stories in our writing classes. We have also been using a plan to help learners document their learning and evidence of work. Shivran has taken both of these challenges and is learning how to use them with consistency. He is organised and knows most of what needs to be done. Shivran is gradually developing his work rate to ensure he completes his tasks on time.
During Literacy, Shivran has worked as part of a group to construct a narrative story. He has identified imagery and detail in books, and applied this learning into his writing. Shivran understands the elements of a narrative story, from setting the scene, through developing a plausible problem and constructing a resolution that ties up loose ends. He enjoys his Literacy lessons and has ended the term with a successful and independently constructed narrative story.
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Evidence of learning
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Here is Shivran working on his narrative story.
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Key Competencies/Vision Principles
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Key Competencies - Shivran has demonstrated an ability to ‘Manage Self’ and is learning to ‘participate and contribute’ fully in our learning sessions.
Vision Principles - He is developing ‘Capability’ in Literacy and has expanded his understanding of narrative story writing. He can ‘Collaborate’ with others when co-constructing his learning.
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Next Learning Steps
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Reflect on learning at various stages of the writing process. This will ensure his work improves in an ongoing way and Sivran will be able to link events in the story more easily.
Continue to identify and use new learning from his reading, to improve his writing.
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